Philosophy of Sport Education: Main Issues and Methodology

AbstractThe aim of this study is to reflect upon the main issues of the so-called philosophy of sport education, showing its methodologies and possible use in the context of sport studies. This study will begin answering two of the main questions dealing with the issues of the philosophy of sport education, that is: what are sport and its values from an educational philosophical perspective and how can we put these values into practice through a practical methodology?The study will show that the philosophy of sport education is a human science capable of developing both a theoretical and practical knowledge very useful for physical education teachers, sport educators, athletes, and coaches. The aim of this philosophical science is to analyze and understand sport in order to give it an educational and hermeneutical sense: that is, interpreting and not merely describing sport and its complex problems, and trying to find a solution in light of a pedagogical perspective and through a reflexive methodology of intervention

Education as Synesis: A Hermeneutical Contribution to the Pedagogical Theory of Educational Practice

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Analyzing Body Values in the Context of Postmodern Youth Education. A Comparative Study Between Italy, Latvia and Romania

Analyzing Body Values in the Context of Postmodern Youth Education. A Comparative Study Between Italy, Latvia and RomaniaNowadays, research on the body and the values it embodies is considered fundamental in the research field of sport studies. There is a correlation between the choice of values preferred by youth and changes taking place in contemporary society. The postmodern society is a society in which body values prevail over all other ones; the type of body values dominant in a capitalist society are mostly those which are connected to the hedonistic, esthetic and emotional dimension of the body itself.Starting from this background, this study aims to draw the hierarchy of body values, focusing on sport sciences students at Italian, Latvian and Romanian universities, who will be future educators and professionals of body care and well-being in the European society, in order to understand their preferences and the possible cultural differences that can emerge from the three societies.To carry out the research, a randomized sample of 300 subjects - female and male students (100 per country) - attending first-, second- and third-year sport sciences courses at the University of Rome "Foro Italico", the Latvian Academy of Sport Education in Riga, and Babes-Bolyai University of Cluj-Napoca were selected.The students' values hierarchy was obtained through a Likert-scale-based questionnaire adapted and translated into Italian, Latvian and Romanian. The aim of the questionnaire was to detect the level of agreeability or disagreeability shown by each student when presented with words regarding 10 main body values models: biological body; ecological body; instrumental body; dynamic/sporting body, emotional/social body; ethical body; esthetical body; religious body; intellectual body; pleasure body.The data obtained were statistically processed and compared. The results showed that the hierarchy of body values in young students of sports sciences is broadly in line with those of postmodern society and education, and that there are differences in the perception of values among students due to cultural differences and the traditions of the societies in which they live. The research also highlighted the need to develop a more effective moral education, one that focuses on ethics, in the curricula of the three universities studied

Educare al collaterale. Per una pedagogia dell'evento

The starting point of the article will be an analysis of the adjective "collateral" (from the late Latin collateralis, understood not only as "something that is beside" but also as "what accompanies us", "is related to", "is connected to" and "has a common origin" – meanings that we also find in the Greek terms plaghios and synghenes –) conducted through a deconstructive approach. In times of deep crisis such as that caused by a planetary pandemic, the article highlights how to enjoy the fullness of life is necessary an aesthetic education conceived inseparably from the emotional and moral ones. Also, the article will show how the fruition of authentic beauty in human beings is intimately connected with death, time and eros. The latter represent conceptual categories intimately connected and "collateral" (because they have a common origin and always appear "side by side"), and in them lies the possibility of an authentic enjoyment of existence and its beauty. It is death that gives value to life, and it is always death that is at the very origin of the creation of all human values. The possibility of giving value and enjoying the whole meaning of life lies in the acceptance of the inevitability of time passing and the end of existence. However, it is not a matter of a simple Nietzschean amor fati, of the ability to develop resilient mental and psychological structures in the face of adversity and pain of life or to embrace the stereotyped pedagogies of death or resilience. This means to conceive a new pedagogical paradigm that overcomes the concept of "negative" as something deniable and depressing and prospect a new education to life. This education is always receptive and not passive in the face of a negative, painful, or adverse event. In the tyche prospected by the event, this education is capable of finding the "eidos" of an ethical, aesthetic, and moral education understood as openness to life and the endless possibility of the fruition of its beauty in everyday life. The essay will conclude with the definition of the pedagogical principles of what can be called the "collateral education" that can be found in the "pedagogy of the event" and its hermeneutic and deconstructive methodology applicable in different educational contexts

Greek mythology as a tool to teach the philosophy of Olympism

Este artículo defiende que las narraciones míticas griegas deben tener un papel importante en la enseñanza de la filosofía del olimpismo. Se mostrará, primero, que el olimpismo, como ideología, surgió de los mitos y como mito en sí mismo. Para ello, ofreceremos un análisis del concepto de mito centrándonos en su dimensión existencial. Segundo, mostraremos que el deporte actual aún se asienta en las narraciones míticas griegas ya que está fundado en ciertos valores que ya se encontraban en los mitos antiguos. Con ello, se mostrará la relevancia que tienen las narraciones míticas para la enseñanza de la filosofía del olimpismoThis paper will argue that mythical Greek narratives should play an important part in teaching philosophy of Olympism. It will, firstly, show that modern day sports emerged from myths and as a myth in itself. To do so, a brief analysis of the myth in Greek culture will be sketched by focusing on its existentialistic dimensions. Secondly, this paper will show that contemporary sport is still rooted in mythical Greek narratives and thereby it is grounded on values already found in ancient myths. In doing so, it will highlight the relevance of mythological narratives for teaching philosophy of Olympism. Thus, mýthos and lógos will be unified in a “new agonistic paidéia

deconstructing sport when philosophy and education meet in derrida s thought

Deconstructing Sport: When Philosophy and Education Meet in Derrida's ThoughtJacques Derrida (1930-2004), master of the deconstructionist method and recognized as one of the greatest thinkers of our time, was in his youth, before beginning his career as a philosopher, a footballer who played this game with the Italian prisoners in Algiers, his birthplace, during World War II. In a 1991 interview, when he was 60, Derrida narrated in detail his childhood dream of becoming a professional football player, confiding that all of his philosophy and thought had been inspired by sport and the game of football. Starting from this biographical note, the aim of my study is to demonstrate, first of all, how Derrida's whole philosophy and technique of deconstruction really has its roots in the concept of sport. The French-Algerian philosopher understood sport as a cultural structure based on the concepts of play, game, body, rules, and all of the oppositional pairs deriving from différance and from the tensions it generates. Secondly, the study tries to show how sport is for Derrida a metaphor of life and its meaning, suspended between being and nothingness; a place and a field in which human beings act, learn and educate themselves, deconstructing, as in a text, the values and prejudices of their lives and understanding, through sport itself, their roles and responsibility toward themselves and the community in which they live

Sport and Tourism Between Modernity and Postmodernity

Abstract The text presents and analyses manifestations of modernity and postmodernity in the field of competitive and recreational sport, physical education, leisure, and tourism. The paper builds upon an extensive literature survey and presents the concept and key features of postmodern societies and the modernity-postmodernity debate in sports with reference to postmodern tendencies in tourism. We have attempted to determine the proportions of tradition, modernity, and postmodernity in contemporary sport and tourism, keeping in mind that, similarly to contemporary societies as a whole, sport is undoubtedly a mixture of traditional, modern, and Fordist elements with postmodern and post-Fordist features. We present and discuss the prevailing belief that the key elements of leisure sport are mostly postmodern and focused on the notion of individualisation and freedom expressed especially in alternative sports, while commercialised mainstream sport follows the regular mass-media show-business development path, maintaining a significant amount of modern concepts, such as the importance of national identities. Special attention is also paid to the Olympic Games as a specific and very efficient mixture of modernity and postmodernity. More so than at any point in the past, and despite the actual proportions of modernity and postmodernity that it contains, contemporary sport has become an integral part of postmodern societies and their lifestyle, with technology-determined individualisation of sport consumption and leisure sport participation

An examination of adolescents' attitudes towards leisure activities

The aim of this study was to examine the attitudes level towards leisure activities of adolescents and to compare the participants' attitudes levels according to some variables. 610 (Nmale= 333; Mage= 15.80, SD= 1.14 and Nfemale= 277; Mage= 15.66, SD= 1.01) adolescents enrolled in this study from different high schools in Turkey. The Leisure Attitude Scale (LAS) (Ragheb and Beard, 1982) was administered on the participants. Cognitive, affective and behavioral items (12 per type) were rated on a five-point Likert scale. Descriptive statistical methods and MANOVA were used to compare the differential scores of the three sub-scales of the T-LAS among the demographic variables. Correlation analysis was used to test the relationship between T-LAS sub-scales and age. The cognitive sub-scale scores were the highest toward leisure. MANOVA analysis indicated no significant mean differences in all three sub-scales with regard to gender. However, there were no significant main effect of participation in physical activity on "T-LAS" scores; a follow-up univariate analysis indicated significant main effects for participation in physical activity on the sub-scales of "Cognitive", "Affective", "Behavioral". Participants groups had higher mean attitude scores than the non-participants in all sub-scales of T-LAS. Additionally, MANOVA indicated significant main effect of school type on "T-LAS" scores, in tests between subject effects by school type, results also revealed a significant differences in the "Cognitive", "Affective", "Behavioral" sub-scales. Private high schools' students had higher scores than the others. Overall, the girl participants had lower attitudes toward leisure than the boys. While the highest leisure attitudes mean score in affective sub-scale, cognitive subscale is the lowest score.</p

Pedagogía deportiva en la época de COVID-19

Actividad Física y Deport

QUANDO L'EDUCAZIONE È NELLA RETE: PER UNA PEDAGOGIA DEL SOCIAL NETWORKING

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